Which instructional models influence more on perceived exertion, affective valence, physical activity level, and class time in physical education?

Abstract

The aim of this study was to examine the effects of two different instructional models (i.e. direct instructional model (DIM) and tactical games model (TGM)) with primary education students. Perceived exertion, affective valence, physical activity (PA) level, instruction time, active learning time, and relation of instruction/active learning time were measured with 256 primary education students during DIM and TGM 8 weeks’ intervention programs. Significant differences were found between the DIM and TGM in perceived exertion, PA level, instruction time and in the relation between instruction/active learning time (p < .01, ES=−0.4 to 1.1). By age group, the DIM had significantly higher PA level in students of 3^rd grade of primary education (G3), 4^th grade (G4) and 6^th grade (G6) (p < .05 or p < .01, ES=−0.8 to −0.4). The instructional model used during physical education classes can affect perceived exertion, PA level, instruction time, and the relation instruction/active learning time.

Keywords:

• Children
• learning
• student
• pedagogy
• skills

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The present work was financially supported by Eusko Jaurlaritza under Grant number PRE_2016_1_0171.